kazzak13

I don't think there's just _one_ singular "raison d'etre" for school; many different forces have influenced its current-day shape: learning (or rather, the appearance of learning), socializing and friend-making, daycare for working adults (like you mention), etc.

I find their "What we learned building Scion" subsection even more fascinating than the technical details.

>Very often, we found that the role of the engineers was to tell Claude “no.” Agents will sometimes violate core system constraints to satisfy a pattern that should never have been allowed in the first place.

Glad to hear from Anthropic their own struggles with steering Claude in developing software.